The iCAN package aims to help address the challenges facing adolescents and young people living in the East and Southern Africa (ESA) region. It has been designed to support young people living with HIV (YPLHIV) and those who work with them, to help them understand their HIV positive status and empower them to plan their lives in ways that protect both their own health and that of others. The package can be used to complement existing materials focusing on sexual and reproductive health and HIV, and other youth-focused packages produced by partners working with YPLHIV. …

The Regional Comprehensive Sexuality Education Resource Package for Out of School Young People was developed to age and developmentally relevant international standards as a comprehensive set of teaching and learning materials for flexible use in settings outside the formal classrooms of the education sector. Several countries of East and Southern Africa have adapted this regional set of materials for nationally endorsed implementation. …

School-based adolescent health education programs represent a durable strategy in reducing the spread of HIV because they can leverage pre-existing social and organizational structures to reach large fractions of students at critical life stages. Many evaluations of school-based HIV programs draw on multilevel study designs that assign schools to treatment conditions or assign students to treatment conditions within blocks defined by school membership. …

Sustainable access to basic sanitation in school is well featured in the Education for All (EFA) goals and Millennium Development Goal (MDG). The United Nations General Assembly of 2010 declared access to sanitation as a human right (United Nations, 2010) in association with the MDG #7, with a particular target to “halve the proportion of people without sustainable access to safe drinking water and basic sanitation” by 2015

The main goal of the Seychelles National Policy on HIV and AIDS and Other STIs is to prevent and control the spread of HIV/AIDS and Sexually Transmitted Infections, and to care for those infected and affected by them. This goal will be achieved through programmes and services that respect for human rights, that are fully integrated and mainstreamed and that use knowledge and experience acquired on what works and what does not work to develop and deliver services.

The overall goal of the NSF 2012-2016 remains the same as in the previous NSP, i.e., to prevent and
control the spread of HIV and AIDS, provide access to treatment to PLHIV and mitigate the health,
socio-economic and psychosocial impacts of HIV and AIDS on individuals, families, communities and
the nation. There are 3 priority areas in the NSF 2012-2016: 1. Prevention and behaviour change; 2. Treatment and care; 3. Impact mitigation and human rights protection.

The National Reproductive Health Policy gives a description of national sexual and
reproductive health issues, outlines the objectives of the policy and provides what could be
done to alleviate the problems and address identified needs. …

This analysis of legal and regulatory aspects in the context of HIV and AIDS seeks to clarify how existing laws, policies and practices and their implementation and enforcement either support or undermine an effective HIV response in the country. This is important to ensure an effective HIV response that protects and promotes the
human rights of people living with HIV and of most at risk and vulnerable populations. …

The first section of this document outlines the background context. It is followed by 6 parts: 1) Awareness raising and prevention of GBV, 2) Standardised procedures, guidelines and training materials, 3) Capacity strengthening of service providers, 4) Legislation, advocacy and lobbying, 5) Rehabilitation, 6) Coordination, research, monitoring and evaluation.

Most countries do not know much about the outcomes or impact of activities related to gender based violence. Gender based violence undermines both social and economic development and the individual’s capacity for realising her or his rights and potentials under already strained conditions. Statistical data in the Seychelles points to the growing phenomenon of gender based violence. …

The objective of the current study is to explore the use of Rasch scaling technique to construct a Perceived School Disorder Index (PSDI) in order to see if there are ‘stages’ of evolution in a school climate. More specifically, the research questions for the current study are: Which items constitute the PSDI in Sub-Saharan African countries? What profile of behavioural problems are likely to emerge at different stages of the school climate? What were boys’ and girls’ learning outcomes at each stage of the school climate?

The accountability frame work has been developed as a tool to monitor country and regional progress towards the agreed commitments as set out in the ESA Ministerial commitment document. The technical coordinating Group, under the leadership of UNAIDS and with support from SADC and EAC Secretariats will play a key role in the development and implementation of the accountability mechanism. The intended audience for the framework are primarily governments in the 20 countries, civil society partners (including young people and community based organisations) and development partners.

In December 2013, ministers of education and health from twenty ESA countries affirmed and endorsed their joint commitment to deliver comprehensive sexuality
education (CSE) and sexual and reproductive health (SRH) services for young people. The ESA Commitment document was developed based on a Regional Report,
“Young People Today: Time to Act Now” which reviewed the trends and status of sexual and reproductive health and HIV among adolescents and young people in
the ESA Region including comprehensive sexuality education and service needs. …

Special attention was given to the issues related to school violence in the studies conducted by a consortium known as Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). These issues were included in the form of research questions which sought information on pupils’ and teachers’ behavioural problems at the primary school level. This paper addresses the following three research questions: (1) What were the changes in the perceived occurrence of school violence in SACMEQ school systems between 2000 and 2007? …